BRIDGING THE GAP BETWEEN ACADEMIA AND INDUSTRY TO

BRIDGING THE GAP BETWEEN ACADEMIA AND INDUSTRY TO BUILD COMPETIVENESS WITHIN THE TEXTILE AND APPAREL SECTORS OF AFRICA BY PROFESSOR ANNE MASTAMET-MASON KENYA POLYTECHNIC UNIVERSITY COLLEGE, NAIROBI KENYA Origin Africa -25 th April 2012

CHALLENGES WITH APPAREL AND TEXTILE CURRICULA Introduction ØFashion design and/or apparel and textiles in Higher Education is an interdisciplinary programme which combines the study of every aspect related to the textile and apparel industry ØThe comprehensive textile-apparel pipeline encompasses all of the production activities of the textile-apparel complex as well as the functions of distribution and retail operations to the end users/consumers

CHALLENGES WITH APPAREL AND TEXTILE CURRICULA-Continuation ØTherefore, the textiles and apparel industry has tremendous power to control what people see, feel, and think about themselves, their environment, and the welfare of society ØThe interdisciplinary perspective of apparel and textile in Higher Education could play a key role in q. Generating the new knowledge needed in the industry, sustainability education, and train the leaders, designers, marketers, entrepreneurs and teachers of tomorrow q. Communicating the knowledge to decision-makers, policy makers and the public-at-large.

CHALLENGES WITH APPAREL AND TEXTILE CURRICULA-Continuation ØThe changes taking place globally as well as within the African context have a profound impact on the higher education sector, and therefore have a great influence on how the sector responds to the changing environment. ØGlobalisation as reflected by the interdependent world economy, together with rapid developments in information and communication technologies, has put knowledge at the centre of the new economy.

CHALLENGES WITH APPAREL AND TEXTILE CURRICULA-Continuation ØThe demands made by globalisation on Higher Education institutions are that they should q Go beyond providing learners with merely the necessary cognitive skills and competencies q But prepare students for working in a knowledgeable society. Ø Since universities are large, impressive, and important institutions in their own right, q They are capable of having large impacts on the environment as well as some influence on local and global communities.

CHALLENGES WITH APPAREL AND TEXTILE CURRICULA-Continuation ØInstitutions of higher learning should therefore be q Proactively responsive to the industry needs and environmental issues v. In order to improve the quality of manpower as well as social concerns.

CHALLENGES WITH APPAREL AND TEXTILE CURRICULA-Continuation Examining curriculum 1. Eco-ethical conscious consumer is emerging now that it underpins developments in almost all aspects of human life q. The decisions made during the product design and the development process, affect up to 80% of the environmental and social impact of a product v. The designer therefore has a major influence on patterns of sustainable consumption

CHALLENGES WITH APPAREL AND TEXTILE CURRICULA-Continuation q The decisions made during the product design- continuation v. The designer must consider aesthetical trends, the production process, outsourcing, logistics, the use and the maintenance of textile items and the recycling or disposal of the garment v. Continuous research, creativity and innovation within the fashion and textile design institutions are required for competitive advantage. Most Universities have not incorporated principles of sustainability

CHALLENGES WITH APPAREL AND TEXTILE CURRICULA-Continuation ØThe onus of producing responsible designers and manufacturers of fashion and fashion products rests upon the institutions of fashions and textiles 2. Fashion and textiles manufacture as a globalised activity ØSome aspects of textile and clothing products, such as raw materials, components, labour, and assembly are q Sourced from Asia and some African countries q While the finished products are marketed in the developed world

CHALLENGES WITH APPAREL AND TEXTILE CURRICULA-Continuation ØThe apparel companies are now faced with a rapidly changing industry landscape coupled with fierce competition that requires forward-looking global strategies and visionary leaders. ØHigher education in textiles and clothing has not sufficiently prepared its students for the challenges in this global environment

CHALLENGES WITH APPAREL AND TEXTILE CURRICULA-Continuation ØAlong with the proven importance of global trade and marketing, the need for efficient global supply chain management is highly regarded among practitioners. ØCurrent trade comprise of numerous stock in a season to handle and the customer’s desire for variety of different styles. ØThese factors accelerate increased rates of product introduction, product creation, shortened product cycles and the ability to respond quickly to the market’s needs

CHALLENGES WITH APPAREL AND TEXTILE CURRICULA-Continuation ØFashion design and textile programmes should recognise that this is a critical competitive advantage needed for the success of apparel/textile business. ØSpeed is the competitive tool used by various international apparel companies to achieve success, an aspect that is often neglected in Africa. ØWith the projected growth of international operations, international business education programs should be developed

CHALLENGES WITH APPAREL AND TEXTILE CURRICULA-Continuation ØImportance of international business education is widely accepted among many western scholars, practitioners, and policy makers q International perspectives in clothing and textiles education have not been systematically discussed in African institutions of higher learning

CHALLENGES WITH APPAREL AND TEXTILE CURRICULA-Continuation ØMost African countries now aim at manufacturing apparel for export as observed in Export Processing Zones that many African governments have set aside. ØGiven that globalization is impacting every phase of apparel manufacturing and marketing, q. The absence of international perspectives in curriculum results in a critical gap between higher education and the needs of the industry.

CHALLENGES WITH APPAREL AND TEXTILE CURRICULA-Continuation 3. Product development ØAs we enter into the age of knowledge economy, the workforce-needed requires more sophisticated fashion design education and training to sustain competitiveness. ØKey requirements for economic security in the age of knowledge require suitable strategies based on the needs of the market

CHALLENGES WITH APPAREL AND TEXTILE CURRICULA-Continuation ØApart from improving the quality of teaching strategies, modernising studios and laboratories, q. There is an urgent need to re-skill and upgrade the abilities/talents of the existing workforce (both within the institution and outside) particularly in the areas of product development (Creative designs, Computer Aided Design and, size and fit issues), as well as the quality of products (workmanship).

UNIVERSITY-INDUSTRY PARTNERSHIP ØUniversity-Industry partnerships are conceptualised as a means to bridge the perceived gap between the science base and the productive sector which would allow new knowledge to be transformed rapidly into innovation. ØResearch has shown that linkages and partnerships are vehicle through which knowledge as well as human capital is developed. ØUniversity-Industry partnerships comprise traditional linkages such as student placement schemes, staff exchange, consultancy services, continuing professional development and joint research and development (R&D).

UNIVERSITY-INDUSTRY PARTNERSHIP ØIt also includes more recent activities such as small business developments - the creation of spin-offs for the commercialisation of R&D products and the development consortia (association) for collaborative R & D at the international level ØAccording to Hernes and Martin (2001) governmental action as well as existing legal frameworks are important factors conditioning the development of University enterprise partnerships.

UNIVERSITY-INDUSTRY PARTNERSHIP ØIt has been observed that the governments in developing countries are the main actors responsible for “implementing a science policy connecting the scientific and industrial infrastructures” (Sabato & Botana, 1968: 125). THE ROLE OF GOVERNMENTS IN PARTNERSHIPS ØDirecting relationships between stake holders ØActing as finance providers for public R & D. For example, providing funding for collaborative projects ØAct as regulators setting the conditions for a favourable environment for R & D both in academic and public research institutions

UNIVERSITY-INDUSTRY PARTNERSHIP ØThey enhance conditions for technology transfer and innovation. ØActs as a catalyst for academia-industry partnerships due to their contributions to national competitiveness STRENGTHENING PARTNERSHIPS ØEstablishment of support Structures and incentives concerning higher education institutions, research institutes, enterprises ØEstablishments of science and technology policies

UNIVERSITY-INDUSTRY PARTNERSHIP ØEstablishments of legislative frameworks to secure conditions conducive to innovation. ØIntroduction of policies, programmes and incentives intended to directly foster academia-industry relations in both the research and training domains. q. These policies and programmes are aimed at removing specific barriers to innovation and to increase synergies between public and private investment in innovation.

UNIVERSITY-INDUSTRY PARTNERSHIP Ø Cutting edge research and development activities require an ever growing amount and range of resources and capabilities that cannot be provided adequately by one player. q. The need to collaborate with wide availability of highly skilled people and companies making it possible to pursue collaboration with external organisations. ØResearch and innovation at economy level require more “openness”, therefore actors within the changing systems of innovation must develop the capabilities and strategic vision to collaborate

UNIVERSITY-INDUSTRY PARTNERSHIP Importance of partnerships ØWhen institutions jointly and individually contribute to the development and diffusion of new technology, they provide a framework within which government form and implement policies to influence the innovation process. ØSystems of interconnected institutions create, store and transfer knowledge, skills and artefacts which define new technologies. ØRather than a static mapping of linkages, the academia, public research institutions and industry recognises that the respective roles of the different actors change over time and consequently, these dynamics provoke changes in the internal configuration of each actor.

UNIVERSITY-INDUSTRY PARTNERSHIP Importance of partnerships ØActors in partnership function in overlapping institutional spheres, with each actor assuming the roles of the other, which could yield a hybrid of organisations that emerge at interfaces as a result of pooling of diverse skills, technologies and capabilities. ØLinkages accelerate research and technological development within and across different actors through collaboration.

UNIVERSITY-INDUSTRY PARTNERSHIP Way forward for Africa ØThe institutions of higher learning need to examine existing policies, and supportive structures – to identify existing gaps and make recommendations to the governments accordingly ØThe institutions of higher learning to carry out studies on industry needs analysis ØInstitutions of higher learning to involve the industry in designing their curricula, with more attention on the Industry Based Learning (IBL)/work integrated learning (WIL).

UNIVERSITY-INDUSTRY PARTNERSHIP Way forward for Africa ØGovernments to strengthen their role in encouraging partnerships ØGovernment to establish centres of excellence with adequate and modern equipment and highly skilled personnel ØA culture of collaboration among actors needs to be established. More “openness” and strategic vision to collaborate is critical.

Thank you